# Effectiveness of the One-Minute Paper as a Continuous Internal Assessment Tool for Learners and Teachers

## TL;DR

This study evaluates how well the One-Minute Paper works as a quick feedback tool for medical students and teachers to improve learning and teaching.

## Contribution

The study introduces the One-Minute Paper as a practical and effective continuous assessment method in medical education.

## Key findings

- Most students found the One-Minute Paper highly useful for improving learning.
- Over 97% of participants reported that learning goals were clearly described in class.
- Feedback from the OMP helped identify knowledge gaps and improve teaching methods.

## Abstract

Background

An assessment tool is necessary to help medical students adequately grasp their learning and to allow them to ask, discuss, and answer questions about the material being taught. The One-Minute Paper (OMP) is a rapid and effective formative assessment tool used in educational settings to enhance learning and teaching. The present interventional study aims to assess the effectiveness of the OMP as a continuous assessment tool for teachers and learners and to investigate the perceptions of learners and faculty regarding OMP as a continuous internal assessment tool.

Methodology

This prospective, interventional study, based on online questionnaire feedback, was conducted at Dhubri Medical College and Hospital (DMCH), Dhubri, from February 2024 to July 2024. The study participants were Phase 2 MBBS students from DMCH, Dhubri, Assam. A sample of 100 students was selected using a convenience sampling method. Google Forms was created with questions or prompts related to the content covered in the class or lesson, and the link was shared with learners at the end of the session, instructing them to complete the form within one minute. Descriptive statistical methods were used to analyze the data.

Results

Of the 100 Phase II MBBS students who participated in the study, 83-90 participants in the five lectures provided complete responses on all components of the OMP questionnaire. In total, 425 completed replies were gathered from the five groups, among whom 253 (59.5%) rated the sessions as highly useful. An average of 97.4% (n = 414/425) reported that all learning goals covered in class were clearly described. Additionally, 97.6% (n = 415/425) reported that the provided topics were useful and improved their learning. Participants sought greater explanations of laboratory testing methods. Overall, 45.0% (n = 191) of participants appreciated the excellent performance of OMP, while another 32.0% (n = 136) marked it as a successful initiative.

Conclusions

Most participants believed that the OMP is a suitable technique for assessing lessons learnt in lectures. The OMP was useful for assessing the utility of the concepts taught and providing educators with information on the efficacy of their teaching strategies. Input from previous sessions helped them identify knowledge gaps and refine their procedures.